FILAMER CHRISTIAN UNUVERSITY

GRADUATE SCHOOL
Roxas City

Learning Design
and
Instructional Design

Difference between Learning Design & Instructional Design

Instructional Design Summative Design
 focuses on the teaching activity,  focuses more on the recipient of
(ex. The instruction). It’s aim to the lesson, (ex. The learner). It
create teaching exercise that uses the learner and their
ensure the best possible learning style as the guide, while
outcomes for learners. also utilizing some instructional
design theories.

Submitted by;
Jannel Grace V. Samillano
MAT ECE- Student

Submitted to;
Jocelyn C. Aguilar
ECE 404- Professor
Example of Formative Test
Formative assessment refers to a wide variety of methods that teachers use to conduct in-
process evaluations of student comprehension, learning needs, and academic progress during a
lesson, unit, or course. Formative assessments help teachers identify concepts that students are
struggling to understand, skills they are having difficulty acquiring, or learning standards they
have not yet achieved so that adjustments can be made to lessons, instructional techniques, and
academic support.

The general goal of formative assessment is to collect detailed information that can be used to
improve instruction and student learning while it’s happening. What makes an assessment
“formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used
—i.e., to inform in-process teaching and learning modifications.

Formative assessments are commonly contrasted with summative assessments, which are used to
evaluate student learning progress and achievement at the conclusion of a specific instructional period
—usually at the end of a project, unit, course, semester, program, or school year. In other words,
formative assessments are for learning, while summative assessments are of learning. Or as assessment
expert Paul Black put it, “When the cook tastes the soup, that’s formative assessment. When the
customer tastes the soup, that’s summative assessment.” It should be noted, however, that the
distinction between formative and summative is often fuzzy in practice, and educators may hold
divergent interpretations of and opinions on the subject.

Many educators and experts believe that formative assessment is an integral part of effective teaching.
In contrast with most summative assessments, which are deliberately set apart from instruction,
formative assessments are integrated into the teaching and learning process. For example, a formative-
assessment technique could be as simple as a teacher asking students to raise their hands if they feel
they have understood a newly introduced concept, or it could be as sophisticated as having students
complete a self-assessment of their own writing (typically using a rubric outlining the criteria) that the
teacher then reviews and comments on. While formative assessments help teachers identify learning
needs and problems, in many cases the assessments also help students develop a stronger
understanding of their own academic strengths and weaknesses. When students know what they do
well and what they need to work harder on, it can help them take greater responsibility over their own
learning and academic progress.

While the same assessment technique or process could, in theory, be used for either formative or
summative purposes, many summative assessments are unsuitable for formative purposes because they
do not provide useful feedback. For example, standardized-test scores may not be available to teachers
for months after their students take the test (so the results cannot be used to modify lessons or teaching
and better prepare students), or the assessments may not be specific or fine-grained enough to give
teachers and students the detailed information they need to improve.
The following are a few representative examples of formative assessments:

 Questions that teachers pose to individual students and groups of students during the
learning process to determine what specific concepts or skills they may be having trouble
with. A wide variety of intentional questioning strategies may be employed, such as
phrasing questions in specific ways to elicit more useful responses.
 Specific, detailed, and constructive feedback that teachers provide on student work, such
as journal entries, essays, worksheets, research papers, projects, ungraded quizzes, lab
results, or works of art, design, and performance. The feedback may be used to revise or
improve a work product, for example.
 “Exit slips” or “exit tickets” that quickly collect student responses to a teacher’s
questions at the end of a lesson or class period. Based on what the responses indicate, the
teacher can then modify the next lesson to address concepts that students have failed to
comprehend or skills they may be struggling with. “Admit slips” are a similar strategy
used at the beginning of a class or lesson to determine what students have retained from
previous learning experiences.
 Self-assessments that ask students to think about their own learning process, to reflect on
what they do well or struggle with, and to articulate what they have learned or still need
to learn to meet course expectations or learning standards.
 Peer assessments that allow students to use one another as learning resources. For
example, “workshopping” a piece of writing with classmates is one common form of peer
assessment, particularly if students follow a rubric or guidelines provided by a teacher.

In addition to the reasons addressed above, educators may also use formative assessment to:

 Refocus students on the learning process and its intrinsic value, rather than on grades or
extrinsic rewards.
 Encourage students to build on their strengths rather than fixate or dwell on their deficits.
(For a related discussion, see growth mindset.)
 Help students become more aware of their learning needs, strengths, and interests so they
can take greater responsibility over their own educational growth. For example, students
may learn how to self-assess their own progress and self-regulate their behaviors.
 Give students more detailed, precise, and useful information. Because grades and test
scores only provide a general impression of academic achievement, usually at the
completion of an instructional period, formative feedback can help to clarify and calibrate
learning expectations for both students and parents. Students gain a clearer understanding
of what is expected of them, and parents have more detailed information they can use to
more effectively support their child’s education.
 Raise or accelerate the educational achievement of all students, while also reducing
learning gaps and achievement gaps.
Summative vs Formative Assessment
Summative assessments are one of two main types of assessment. The other is formative
assessment.

Whereas summative assessment occurs at the end of a unit of work, a formative assessment takes
place in the middle of the unit so teachers and students can get feedback on progress and make
accommodations to stay on track.

Summative assessments tend to be much higher-stakes because they reflect a final judgment
about a student’s learning, skills, and knowledge:
Summative assessment is a type of achievmeent assessment that occurs at the end of a unit
of work. Its goal is to evaluate what students have learned or the skills they have developed.
It is compared to a formative assessment that takes place in the middle of the unit of work
for feedback to students and learners.

Performance is evaluated according to specific criteria, and usually result in a final grade or
percentage achieved.

The scores of individual students are then compared to established benchmarks which can result
in significant consequences for the student.

A traditional example of summative evaluation is a standardized test such as the SATs. The
SATs help colleges determine which students should be admitted.

However, summative assessment doesn’t have to be in a paper-and-pencil format. Project-based

learning, performance-based assessments, and authentic assessments can all be forms of
summative assessment.
Summative Assessment Examples

1. Multiple-Choice Exam

Definition: A multiple-choice exam is an assessment

where students select the correct answer from several
options.

Benefit: This format allows for quick and objective grading

of students’ knowledge on a wide range of topics.

Limitation: It can encourage guessing and may not

measure deep understanding or the ability to synthesize
information.

2. Final Essay

Definition: A final essay is a comprehensive writing

assessment that requires students to articulate their
understanding and analysis of a topic.

Benefit: Essays assess critical thinking, reasoning, and the

ability to communicate ideas in writing.

Limitation: Grading can be subjective and time-

consuming, potentially leading to inconsistencies.

Design Tip: Provide clear, detailed rubrics that specify

criteria for grading to ensure consistency and transparency.

3. Lab Practical Exam

Definition: A lab practical exam tests students’ ability to

perform scientific experiments and apply theoretical
knowledge practically.

Benefit: It directly assesses practical skills and procedural

knowledge in a realistic setting.

Limitation: These exams can be resource-intensive and

challenging to standardize across different settings or
institutions.

Design Tip: Design scenarios that replicate real-life

problems students might encounter in their field.
 5. Open-Book Examination

Definition: An open-book examination allows

students to refer to their textbooks and notes while
answering questions.

Benefit: Tests students’ ability to locate and apply

information rather than memorize facts.

Limitation: It may not accurately gauge

memorization or the ability to quickly recall
information.

Design Tip: Focus questions on problem-solving

and application to prevent students from merely
copying information.

6. Group Presentation

Definition: A group presentation is an assessment

where students collaboratively prepare and deliver a
presentation on a given topic.

Benefit: Enhances teamwork skills and the ability

to communicate ideas publicly.

Limitation: Individual contributions can be uneven,

making it difficult to assess students individually.

Design Tip: Clearly define roles and expectations

for all group members to ensure fair participation.

7. Poster Presentation
Definition: A poster presentation requires students to summarize their research or project
findings on a poster and often defend their work in a public setting.

Benefit: Develops skills in summarizing complex information and public speaking.

Limitation: Space limitations may restrict the amount of information that can be presented.

Design Tip: Encourage the use of clear visual aids and a logical layout to effectively
communicate key points.